心理痛苦研究述评 ——聚焦5·12汶川大地震受灾群众心理痛苦

心理痛苦是社会认知心理学和灾难心理学的重要概念之一,目前对心理痛苦的研究已经取得一定成果,主要包括心理痛苦的界定;心理痛苦的测量方法;心理痛苦客观存在的证据、心理痛苦与生理疼痛的关系、心理痛苦与自杀的关系。进一步的研究应注重研究方法趋向多元化、建立消除或缓解心理痛苦的干预机制及对心理痛苦的跨文化研究。关注心理痛苦的研究对个体的生存、适应和发展具有重大意义     

EFFECTS OF SELF-EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM

This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.     

社会认同理论视野下的社会认同威胁

社会认同威胁是指,在社会比较的情况下,由于群体地位的差异,某一群体的个体在认知、情感上,对自我、所属群体身份的不承认,而产生的一种心理上的疏离感和剥夺感、自卑感。社会认同威胁的结果包括3类：脱离群体、改变群体的状态、接受消极的社会认同结果。外显“社会威胁”的测量方法以问卷调查为主。测量“社会威胁”的内隐方法则以心脏血压和平均动脉血压作为测量指标。社会认同威胁的实验研究将群体分化为内群体和外群体,操纵群体地位的差异,通过模拟社会游戏来了解群体的社会认同威胁及其生理反应。未来的研究将重点关注下述问题：对社会认同威胁概念的建构、跨文化研究及其内隐过程的分析     

自由主义:伦理内涵的嬗变与困境

任何完整的政治理论都有其特定的价值结构,为其现实政治主张、制度结构、政策机制的提供伦理支持,并随着时代政治、经济、文化条件的发展而变换其内涵。西方自由主义政治理论的发展分为启蒙时期、功利主义、现代自由主义等重要阶段,自然权利、功利原则和社会公正分别是其不同时代的核心价值要求。阐释和分析自由主义的伦理内涵变换及其理论和现实困境,为了解当代西方自由主义的价值变换及政策走向提供了一个有益的理论视角。     

Academic optimistic bias: Implications for college student performance and well-being

Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions, health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall, academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing the successful transition of first-year college students.     

Hebb learning, verbal short-term memory, and the acquisition of phonological forms in children

Recent work using the Hebb effect as a marker for implicit long-term acquisition of serial order has demonstrated a functional equivalence across verbal and visuospatial short-term memory. The current study extends this observation to a sample of five- to six-year-olds using verbal and spatial immediate serial recall and also correlates the magnitude of Hebb learning with explicit measures of word and nonword paired-associate learning. Comparable Hebb effects were observed in both domains, but only nonword learning was significantly related to the magnitude of Hebb learning. Nonword learning was also independently related to individuals' general level of verbal serial recall. This suggests that vocabulary acquisition depends on both a domain-specific short-term memory system and a domain-general process of learning through repetition.     

康德道德研究中道德规律与道德史的内在矛盾

康德从抽象的个人建立道德规律,与他所谓的人类的道德史相矛盾。解决的办法:是团体、社会性与集体思想作为个人先在的规定性与责任与道德的源泉。     

大五和组织公平感对进谏行为的影响研究

以361名长三角地区17家国有企业白领员工为样本,本研究探索了大五个性、组织公平知觉与进谏行为之间的关系。结果表明:责任感、外向性与进谏行为具有正相关,神经质、开放性与进谏行为呈负相关;组织公平知觉对进谏行为具有显著促进作用;此外,组织公平知觉对部分个性特征,如神经质与进谏行为之间的关系具有缓冲作用,高公平知觉会削弱神经质对进谏行为的负面效应。文章还对研究结果做了相关讨论。     

试析学校体育对青少年社会性格的影响

社会性格是指在一定社会结构中的大多数人为了适应社会条件的需要而共同具有的稳定的心理特征倾向及其行为习惯方式。学校体育运动可以为人们提供多种活动情景,对参与者或观看者产生一定的影响,为培养良好的社会性格创造有利的条件。     

心理治疗领域的本质论与社会建构论

本质论与社会建构论是心理治疗领域中两种对立倾向。本质论坚持了经验实证主义的传统,代表着心理治疗领域中的现代主义取向;这一取向把病理心理作为行为问题的本质,从个体的内部寻找产生病理心理的原因。社会建构论挑战经验实证主义科学观,认为病理心理并非一种“精神实在”,而是一种文化建构。它代表了心理治疗领域的后现代主义取向。作者认为,两种取向的对立短时间内难以消解,在目前的条件下,应开放和宽容,互补互惠。